An Introduction to Student-Involved Assessment FOR learning, Rick Stiggins Chapter 11: Report Cards Assessments of Learning

Chapter Focus How can I communicate about student achievement using report cards in a manner that helps my students find success?

Grading Environment 1.Grades as communicators versus motivators 2.A continuing expectation of grades 3.The changing mission of schools 4.Evolving achievement targets 5.Changing student needs

Communicate About What? Which elements are more important? How are each defined? How or how well are they assessed? What weight do they have in grade computation? Achievement Aptitude Effort Compliance Attitude

Reflection Analyse their role in the grading process. Provide a list of 2 or 3 arguments both FOR and AGAINST. Be ready to share your thoughts and state where you stand on the issue

Grading factors Grades help us communicate effectively about students success if we : Clearly define expectations in each context Develop sound assessments for the outcomes Keep careful records of attainment of expectations

5-Step Plan for Gathering Information for Grades

Step 1: Spelling out the big achievement picture… What subject knowledge do the students need to know What reasoning and problem-solving are involved What performance skills do they need to demonstrate Do they need to produce a product and of so, what does a good one look like?

Step 2: Turning your big picture into an assessment plan This involves going from “Here are my expectations”to “Here are your grades”. Be clear about each assessment that is graded, with expectations & standards, time limits and include what method of assessment will be used. A ssessment FOR learning, but not for grading Be a M erchant of H ope

Step 3: From a plan to actual assessments Select actual assessments for each unit --> Each component assessment represents it’s own small mosaic in the sense that it too is made up of its own pieces (the test items) used to sample student achievement. Each component assessment must help us see what the student has mastered. When you combine all of the pieces, you create the overall picture of student achievement you need.

Step 4: Summarizing the resulting information Grade on achievement of prespecified targets only, not intelligence, effort, attitude, or personality Always rely on the most current information available. Devise grade that achievement at the time of grading rather than improvement over time Decide borderline cases with additional information Keep grading separate form punishment for bad behaviour Change all policies that lead to miscommunication about achievement Advise students of grading practices in advance Add further detail to reports to promote understanding Expect individual accountability even in cooperative environments Give credit for evidence of extra learning, not for extra work.

Reflection How do we grade different students in the same classroom who are striving to attain fundamentally different targets? Should student’s report cards be based on achievement status at the end of the grading period or how much they improved during that period? Is it possible for the student with an IEP to receive an A on the report card- even though other students are hitting much higher targets?

Step 5: Converting composite achievement scores to a grade Grade and report with preset standards: Students possess the prerequisites to master the required material The assessments accurately represent the targets on which the grade will be based.

Report Cards that Deliver Greater Detail Standards & Competency-Based Checklist of competencies attained Narrative Reporting Continuous-Progress Reporting IEP & conferences Portfolios (growth, achievement, competence & celebration) Pictures --> See handouts

Final Guidelines grace grace You need not assign a grade to absolutely everything students produce. Allow time to grow in between grades- assessment FOR learning. Our challenge is not to rank students. The student’s next teacher needs more information than a rank, to know what to do next to assist.